PHI 3930 # 18654: Philosophy of Love and Sex Fall 2020 MWF 3-3:50 remote synchronous online lectures via Zoom Professor: Arina Pismenny Office: Griffin-Floyd Hall 306 Office Hours: MW 11-12:30, or by appointment Email: [email protected]
Communication: please contact me by email. It is best to send an email via Canvas. In your email, please indicate your name, course and section. Please allow 24 hours for an answer.
Required Texts: 1. Plato, Symposium. Translated by Nehamas and Woodruff. (1989). Hackett Publishing Company. ISBN: 978-0872200760 (also available on Kindle) 2. Raja Halwani, Alan Soble, Sarah Hoffman and Jacob M. Held, The Philosophy of Sex (2017). 7th Edition. Rowman & Littlefield Publishers. ISBN: 978-1-4422-6143-3 (also available on Kindle)
Additional reading materials are posted on Canvas. It is your responsibility to download them and read them. The readings posted on Canvas are designated by [CN] on the syllabus.
I. COURSE DESCRIPTION AND OBJECTIVES
Course Description: Love and sex are essential to human life, and many would argue that our intimate relationships are the key to self-esteem, fulfillment, and even happiness itself. In fact, our intimate relationships are probably more important to our sense of well-being than our careers. Yet we spend tremendously little time thinking about love and sex. In this course, you will be asked to reflect on the most intimate sphere of human experience. We will explore several philosophical problems arising from reflection on romantic love and sex including the nature of love, the relationship between value and desire, the rationality of emotion, and ethical nonmonogamy. In addition, we’ll look at moral questions concerning sex, and discuss why certain practices are considered perverse or immoral. We will examine the role of consent as a necessary and/or sufficient condition for legitimate sexual intercourse. Furthermore, we will examine the role of the mental in sexual desire in discussing racial sexual desires and BDSM. The goal of the class is to be useful to you in your own lives. Reflection on personal experience, beliefs, and values will be central to the course as a whole. I hope that in the 1 end you will obtain a better understanding of your own beliefs and values about love and sex, and acquire tools for thinking about problems concerning these topics.
General education objectives and learning outcomes This course is a Humanities (H) subject area course in the UF General Education Program. Humanities courses provide instruction in the history, key themes, principles, terminology, and theory or methodologies used within a humanities discipline or the humanities in general. Students will learn to identify and to analyze the key elements, biases and influences that shape thought. These courses emphasize clear and effective analysis and approach issues and problems from multiple perspectives. A minimum grade of C is required for general education credit.
PHI 3930 accomplishes these goals by familiarizing students with some key philosophical topics and arguments concerning knowledge, personal identity, and the nature of ethical truths as well as others. Students will become adept at thinking critically, analyzing arguments, and writing clearly and persuasively.
The General Education Student Learning Outcomes (SLO's) divide into three areas: CONTENT – students demonstrate competence in the terminology, concepts, theories and methodologies used within the discipline; COMMUNICATION – students communicate knowledge, ideas and reasoning clearly and effectively in written and oral forms appropriate to the discipline; and CRITICALTHINKING – students analyze information carefully and logically from multiple perspectives, using discipline-specific methods, and develop reasoned solutions to problems.
Students will satisfy the CONTENT SLO by demonstrating a mastery of some key philosophical concepts as well as central arguments in the discipline. The COMMUNICATION SLO will be achieved by two Argumentative Essays (1500-2000 words each), and regular participation in class. Students will be required to explain and evaluate various philosophical views. Students will also demonstrate achievement of the CRITICAL THINKING SLO through the Argumentative Essays, which will be on assigned topics designed to test students' critical thinking abilities. Writing assignments will be graded on the bases of a student’s comprehension of the relevant issues, development and cogent defense of her or his position, clarity of expression, and mechanics.
In short, at the end of the course, students will be able to: Explain some traditional philosophical positions as well as common objections to these.
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Analyze, evaluate, construct, and present persuasive and cogent arguments for particular philosophical positions Think critically about difficult and complex topics
Teaching Philosophy: My goal is not to convince you that any of the authors in our text have all the answers. It is to help you understand their thoughts so that critical reflection on those thoughts can play a meaningful role in forming your own.
II. DOING YOUR PART
It’s your decision whether or not to remain in this course. If you decide to stay, think of your decision as a commitment to participate actively in your own learning, take responsibility for your education, and be an active learner in this course. Philosophy requires a lot of reading, and it is very difficult reading. You will need to devote a significant amount of time to it. You will need to carefully follow the schedule at the end of the syllabus, regularly participate in class discussions, and seriously prepare for the assignments.
III. HOW YOU AND I WILL MEASURE YOUR PROGRESS
Measuring your progress in points will make it easy for you to determine your own grade and progress at any time. The total possible number of points for the course is 100. Final letter grades will be assigned on the standard point/percentage scale:
A: 93.0-100; A-: 90.0-92.9; B+: 87.1-89.9; B: 83.0-87.0; B-: 80.0-82.9; C+77.1-79.9; C: 73.0-77.0; C-: 70.0-72.9; D+: 67.1-69.9; D: 63.0-67.0; D-: 60-62.9; E: 0.0-59.9.
What do grades mean at UF? A is for excellent work. B is for very good work. C is for adequate or average work. D is for below average, inadequate work. E is for unacceptable work, i.e., work that is not at the college level.
Components of Course Grade In-class quizzes (8): 4 pts/quiz; 32% Group presentation: 15% 3
Midterm paper: 20% Final paper: 25% Attendance: 3% Participation: 5% Total: 100%
IV. COURSE REQUIREMENTS:
Homework: You have homework due every week. It consists of reading the assigned materials and answering study questions.
Canvas reading quizzes: (almost) every week, due Sundays (available until 11.59 pm the latest), there is a short multiple-choice Canvas quiz based on the readings due that week. You will be tested on the comprehension of what you have read. There are 11 quizzes in total. Three lowest quiz scores will be dropped at the end of semester. This means that only 8 quizzes out of 11 count towards your final grade. Each quiz is worth 4 points. The quizzes are worth 32% of the final grade.
Extra credit: dropping the lowest score for three Canvas quizzes is the only grade boost offered in this course.
Group presentations: The class will be divided into five groups, with approximately seven people per group. Each group will present a specific reading assigned for that week. The presentation should be about 10-15 minutes. The group will reconstruct the thesis of the reading, the main arguments, and conclusions of the reading. The group will consider objections to the given arguments, and attempt to address them on behalf of the author. The presentation will follow by a Q&A with the rest of the class, where the group members will need to address questions from their peers. The group is expected to put together a power point presentation, which they will upload on Canvas as part of their submission for this assignment. Group members will receive one grade, and, for this reason, are encouraged to work as a team. To ensure that everyone is doing their fair share of work, each group member will submit a peer review, grading everyone's performance in the group, including one's own. Group presentations are worth 15% of the final grade.
Midterm and final papers: You are asked to write two thesis papers for this course. The midterm paper should be between 1000 and 1500 words long, and the final paper should be between 1500 and 2000 words on any topic we have covered in class. In it, you will need to take a stand on a philosophical issue and defend your point of view with evidence and arguments. You will need to demonstrate the knowledge you have acquired in the
4 course. The midterm paper is worth 20% and the final paper is worth 25% of the final grade.
*Late Work will not be accepted. There will be no make-ups for missed assignments. This policy may be overridden only by extenuating cases. In order to makeup an assignment, the following conditions must be met: (i) the instructor must be notified well in advance, (ii) the student must have a formal written excuse, and (iii) the missed assignment must be made-up within one calendar week.
Attendance: Your presence via Zoom is absolutely necessary to ensure the fullest realization of our learning objectives. You are allowed four excused absences in the course. Beyond this number, proper documentation will be required to excuse absences (e.g., a doctor’s note). You must provide this documentation to me within one week of the missed class. If you are absent for an excused reason, you will not lose any points and the absence will not exhaust one of your free absences. In most cases you need documentation of the excuse (see below). Excused absences are limited to the following cases: Health. If your physical or mental health causes you to miss class, a note from your doctor or from the Dean of Students within one week of the absence will count as documentation for this. Personal Reasons. The Dean of Students will send me a note of excuse if you have personal reasons for needing one, such as a death in the family or an ongoing medical issue. I need your note from the DOS within one week of the absence. Note: I do not get involved in adjudicating good personal reasons from bad ones. I let the DOS handle that. Some UF Activities are excused absences. You must provide a note for activities absences prior to the day of absence. Notes may come from the activity supervisor, such as a coach. Regular activities absences will lead to make-up assignments. Religious observances. Talk to me at the beginning of the semester about this. If you think you have an exceptional case, talk to me.
All other absences are typically unexcused, including some very good reasons to miss a class, like career or family events. I support your interest in these things, and understand why you might prioritize them over class, but that does not make them excused absences. Please note that you are responsible for the information presented in your discussion section even if you miss class, whether for excused or unexcused reasons.
Once you have passed the allowed number of absences, 5% will be taken off from your attendance points for each additional absence. Attendance is worth 3% of your final grade. Please be on time. Attendance will be taken through the Zoom call record. 5
Since we are living a pandemic, it is likely that everyone is facing unique challenges at home, at school, at work. Our goal as your educators is to help you succeed. For this reason, if you are requiring help or assistance, please contact us. We are all in this together.
For most people this is a new format of attending class and learning. You might be difficult to concentrate. I encourage you to make an effort to make your learning environment as distraction free as possible. Put a timeout on websites like Facebook, so that you have an easier time concentrating during class. Paying attention during lectures and discussions is absolutely necessary in order to do well in the course.
Participation: Participation means contributing to the class discussions by asking questions, making comments, and answering questions. This portion of your grade will depend on your engagement and contribution (quality, not quantity). Your class participation will be tracked. To allow for more opportunities for participation, on certain weeks you are required to contribute to a Discussion board on Canvas. Participation is worth 5% of your final grade.
Zoom: my office hours and lectures will all be held on Zoom this semester. To access lectures via Zoom, go to www.ufl.zoom.us and sign in with your UF credentials. It is recommended that you download the Zoom app on your computer. You can also access it on your smart phone. When you click on Meetings, you should see all of our lectures scheduled. You can also access Zoom lectures via Canvas by (1) clicking on Zoom Conferences (left side panel) or by (2) clicking online Canvas Calendar, and clicking on the Zoom class scheduled.
You can find more information about using Zoom at https://ufl.zoom.us/. If you need assistance, please contact UFIT https://helpdesk.ufl.edu/. They are available 24/7 by phone and email: (352) 392-HELP (4357) [email protected]
Recording lectures and discussions: lectures and discussions will not be recorded. You may not record lectures or discussions without first obtaining permission from me.
Note taking: Research shows that note taking significantly improves students' ability to remember and understand the material they have learned < https://tinyurl.com/h98vbgr >. When taking notes, you should write down ideas. You should not be copying the text of the slides, as the slides are available on Canvas, and you are
6 wasting time re-writing them. Instead, you should be summarizing the material in your own sentences. This is a very good way to learn. Hand-written notes are superior to typed-up notes because writing notes by hand engages your mind to a much greater extent than typing does. For this reason, I recommend to all of you to write your notes by hand.
Electronic devices class policy: Cell phone and smart watch use during class is not allowed for any reason. Please be sure that they are turned off. If you use your cell phone in class, you will be asked to leave, and attendance points will be subtracted. You may use a laptop or tablet for note-taking only. If you wish to record a lecture, be sure to obtain permission from me first.
Accommodations and other services: Students with disabilities requesting accommodations should first register with the Disability Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with disabilities should follow this procedure as early as possible in the semester. Counseling services: http://www.counseling.ufl.edu/cwc/Default.aspx; 352-392-1575. The instructors of this course are committed to supporting all of our students. Please let us know about accommodations that will ensure a welcoming space for you.
Course Evaluations: Students are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available at https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period opens, and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/. In evaluating this course, you should refer to the Learning Objectives on the syllabus (pp. 1-2).
Cheating and Plagiarism policy: If you are cheating on an assignment, you will receive an F on that assignment (no retakes). If you plagiarize an essay, full penalties of the university will be strictly enforced.
Here is University of Florida's Policy on Academic Honesty https://flexible.dce.ufl.edu/media/flexibledceufledu/documents/uf_policy_student_cond uct.pdf 7 https://sccr.dso.ufl.edu/policies/student-honor-code-student-conduct-code/
The Honor Pledge: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity by abiding by the Student Honor Code. On all work submitted for credit by Students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.”
A. Cheating. A Student cannot use unauthorized materials or resources in any academic activity for academic advantage or benefit. Cheating includes but is not limited to: 1. Using any materials or resources prepared by another Student without the other Student’s express Consent or without proper attribution to the other Student. 2. Using any materials or resources, through any medium, which the Faculty has not given express permission to use and that may confer an academic benefit to the Student. 3. Using additional time, or failing to stop working when instructed, on any time-bound academic activity. 4. Failing to follow the directions of a proctor of any academic activity, when such conduct could lead to an academic advantage or benefit. 5. Collaborating with another person, through any medium, on any academic activity, when Faculty has expressly prohibited collaboration.
B. Complicity in Violating the Student Honor Code. Attempting, aiding, encouraging, facilitating, abetting, conspiring to commit, hiring someone else to commit, giving or receiving bribes to secure, or being a participant (by act or omission) in any act prohibited by the Student Honor Code.
C. False or Misleading Information. 1. A Student must not make a false or misleading statement during the Investigation or resolution of an alleged Student Honor Code violation. 2. A Student must not make a false or misleading statement for the purpose of procuring an improper academic advantage for any Student. 3. A Student must not use or present fabricated information, falsified research, or other findings if the Student knows or reasonably should be aware that the information, research, or other finding is fabricated or falsified.
D. Interference with an Academic Activity. 1. A Student must not take any action or take any material for the purpose of interfering with an academic activity, through any means over any medium. 2. A Student must not be disruptive to the testing environment or other academic activity.
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E. Plagiarism. A Student must not represent as the Student’s own work all or any portion of the work of another. Plagiarism includes but is not limited to: 1. Stealing, misquoting, insufficiently paraphrasing, or patch-writing. 2. Self-plagiarism, which is the reuse of the Student’s own submitted work, or the simultaneous submission of the Student’s own work, without the full and clear acknowledgment and permission of the Faculty to whom it is submitted. 3. Submitting materials from any source without proper attribution. 4. Submitting a document, assignment, or material that, in whole or in part, is identical or substantially identical to a document or assignment the Student did not author.
F. Submission of Academic Work Purchased or Obtained from an Outside Source. A Student must not submit as their own work any academic work in any form that the Student purchased or otherwise obtained from an outside source, including but not limited to: academic materials in any form prepared by a commercial or individual vendor of academic materials; a collection of research papers, tests, or academic materials maintained by a Student Organization or other entity or person, or any other sources of academic work.
G. Unauthorized Recordings. A Student must not, without express authorization from Faculty, make or receive any Recording, through any means over any medium, of any academic activity, including but not limited to a Recording of any class or of any meeting with Faculty. Students registered with the Disability Resource Center who are provided reasonable accommodations that include allowing such Recordings must inform Faculty before making such Recordings.
H. Unauthorized Taking or Receipt of Materials or Resources to Gain an Improper Academic Advantage. A Student, independently or with another person or other people, must not without express authorization take, give, transmit, or receive materials, information, or resources in any manner, through any medium, for the purpose of gaining or providing an improper academic advantage to any Student.
IV. USEFUL LINKS
Canvas https://ufl.instructure.com/
Canvas help:
9 give tech help for Canvas; if you need help, contact UF's Computing Help Desk: < http://helpdesk.ufl.edu/>
Zoom www.ufl.zoom.uf
Disability Resource Center (DRC) https://disability.ufl.edu/
Counseling and Wellness Center https://counseling.ufl.edu/, (352)392-1575
University Police Department https://police.ufl.edu/ (352)392-1111 or 9-1-1 for emergencies
Sexual Harassment/Misconduct Resources https://titleix.ufl.edu/full-sexual-harassment-and-misconduct-policy/
Writing Studio https://writing.ufl.edu/writing-studio/
Libraries https://www.ufl.edu/academics/libraries/
LGBTQ Affairs https://lgbtq.multicultural.ufl.edu/
Philosophy at UF: Philosophy Department http://www.phil.ufl.edu/index.html
Philosophy Discussions – Food and Talk http://www.phil.ufl.edu/ugrad/ugrad-food&talk.html
Undergraduate Philosophy Society https://www.facebook.com/groups/8317358197/about/ Philosophy Major and Minor Requirements http://www.phil.ufl.edu/ugrad/ugrad-major.html
Hare Essay Competition http://www.phil.ufl.edu/ugrad.html?page=hare 10
Philosophy Research Sources
How to write a good philosophy paper: http://www.jimpryor.net/teaching/guidelines/writing.html
Stanford Encyclopedia of Philosophy http://plato.stanford.edu/index.html
The Internet Encyclopedia of Philosophy http://www.iep.utm.edu
Philosophy Bites Podcast http://philosophybites.libsyn.com
Philosophy of TED Talks https://www.ted.com/talks?topics%5B%5D=philosophy
VI. COURSE SCHEDULE
The source of the reading is indicated by the following abbreviations: PS – The Philosophy of Sex by Halwani et al. CN – Canvas
Course Outline* Subject to Change:
WEEK 1 8/31, 9/2, & 9/4 WELCOME! Introduction to Philosophy of Sex and Love Readings: Chapter 1 – Alan Soble & Raja Halwani, “Introduction: The Analytic Categories of the Philosophy of Sex” [PS/CN], “Love” Bennett Helm Stanford, Encyclopedia of Philosophy https://plato.stanford.edu/entries/love/, Plato, Symposium– read the whole thing Post on Discussion Board “Introduce Yourself” available from 8/31 until 9/11 11:59 PM
WEEK 2 9/9 & 9/11 The Nature of Romantic Love 9/7 NO CLASS – LABOR DAY Readings: Symposium – read the whole thing
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WEEK 3 9/14, 9/16, & 9/18 The Nature of Romantic Love Readings: Symposium continued, Martha Nussbaum, “The Speech of Alcibiades” [CN] Recommended: Jerome Neu, "Plato's Homoerotic Symposium" [CN], Iakovos Vasiliou, "Plato, Socrates, and Love" [CN] QUIZ 1 due 9/13 Post on Discussion Board “Socrates and Alcibiades” available from 9/14 until 9/18 11:59 PM
WEEK 4 9/21, 9/23, & 9/25 Eros, Agape, and Philia Readings: Anders Nygren, “Eros and Agape” [CN], John Brentlinger, “The Nature of Love” [CN] Recommended: John Cottingham, "Love and Religion" [CN] QUIZ 2 due 9/20 Post on Discussion Board “Love and Reasons” available from 9/21 until 9/30 11:59 PM
WEEK 5 9/28, 9/30, & 10/2 Friendship Readings: Aristotle On Friendship from Nicomachean Ethics Book VIII [CN], Dean Cocking and Jeanette Kennett, “Friendship and Moral Danger” [CN] Recommended: Neera Badhwar and Russell Jones, "Aristotle on the Love of Friends" [CN] QUIZ 3 due 9/27 Post on Discussion Board “Love and Reasons” available from 9/21 until 9/30 11:59 PM
WEEK 6 10/5, 10/7, & 10/9 Love, Autonomy, and Gender Readings: Robert Nozick, “Love's Bond” [CN], Simone de Beauvoir, "The Woman in Love" [CN], Kathryn Morgan "Analysis of Beauvoir" [CN], Skye Cleary, "Simone de Beauvoir on Love" [CN] Recommended: Nora Isolde Kreft, "Love and Autonomy" [CN] QUIZ 4 due 10/4 Group 1 Presentation
WEEK 7 10/12, 10/14, & 10/16 Love and Biology Readings: Helen Fisher, "Lust, Attraction, Attachment: Biology and Evolution of the Three Primary Emotion Systems for Mating, Reproduction, and Parenting [CN], Arina Pismenny and Jesse Prinz, "Is Love an Emotion?" [CN] Recommended: Michael Ruse, "Love and Evolution" [CN], Hichem Naar, "Love as a Disposition” [CN] QUIZ 5 due 10/11 Group 2 Presentation
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WEEK 8 10/19, 10/21, & 10/23 Polyamory In-class discussion on how to write the midterm paper Readings: Chapter 12 – Elizabeth Brake, "Is “Loving More” Better? The Values of Polyamory" [PS], Luke Brunning, "The Distinctiveness of Polyamory" [CN] Recommended: Sophie Hemery, “Can relationship anarchy create a world without heartbreak?”, Jennifer Ryan Lockhart, “The Normative Potency of Sexually Exclusive Love” [CN] QUIZ 6 due 10/18 Group 3 Presentation Post on Discussion Board “Midterm Thesis Statement” available from 10/19 until 10/28 11:59 PM
WEEK 9 10/26, 10/28, & 10/30 Romantic Jealousy and Compersion Readings: Ronald de Sousa, "Love, Jealousy, and Compersion" [CN], Luke Brunning, “Compersion: An Alternative to Jealousy? [CN] Recommended: Arina Pismenny, "What Can Polyamory Tell Us about Jealousy QUIZ 7 due 10/25 Post on Discussion Board “Midterm Thesis Statement” available from 10/19 until 10/28 11:59 PM
MIDTERM PAPER DUE ON 11/1 AT 11:59 PM THE LATEST
WEEK 10 11/2, 11/4, 11/6 Sex and Objectification Readings: Chapter 2 – Greta Christina, “Are We Having Sex Now or What?” [PS], Immanuel Kant, “Duties Towards the Body in Respect of Sexual Impulse” and “Crimina Carnis” from Lectures on Ethics [CN] Recommended: Martha Nussbaum, “Objectification” [CN], Chapter 21 – Lina Papadaki, "Sexual Objectification" [PS], Chapter 22 – Raja Halwani, "Casual Sex, Promiscuity, and Objectification" [PS] Post on Discussion Board “Greta Christina and Immanuel Kant” available from 11/2 until 11/6 11:59 PM
WEEK 11 11/9 & 11/13 Sex and Consent 11/11 NO CLASS - VETERANS DAY Readings: Chapter 16 – Thomas Mappes, "Sexual Morality and the Concept of Using Another Person" [PS], Howard Klepper, "Sexual Exploitation and the Value of Persons" [CN] Watch these videos: Consent is as Simple as Tea; What is Consent?: Consent #1; Consent and Rights: Consent #2; How Do You Know if Someone Wants to Have Sex with You?;
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When Someone Isn’t Quite Sure If They Want to Have Sex; When Someone Doesn’t Want to Have Sex: What is Consent?; How to Talk About Having Safer Sex Recommended: Chapter 18 – Alan Wertheimer, "Consent and Sexual Relations" [PS], Chapter 17 – Alan Soble, "Sexual Use" [PS] QUIZ 8 due 11/8 Post on Discussion Board “Consent” available from 11/9 until 11/13 11:59 PM
WEEK 12 11/16, 11/18, & 11/20 Sexual Desire Readings: Chapter 4 – Alan Goldman, "Plain Sex" [PS], Seiriol Morgan, "Sex in the Head" [CN] Recommended: Chapter 3 – Thomas Nagel, “Sexual Perversion” [PS], Robert Solomon, “Sexual Paradigms” [CN], Janice Moulton, “Sexual Behavior: Another Position” [CN], Ronald de Sousa and Arina Pismenny, "The Erotic as a Value" [CN] QUIZ 9 due 11/15 Group 4 Presentation
WEEK 13 11/23 Race and Sexual Desire 11/25-11/27 NO CLASS - THANKSGIVING Readings: Chapter 11 – Raja Halwani, “Racial Sexual Desire” [PS], Robin Zheng, “Why Yellow Fever Isn’t Flattering: A Case Against Racial Fetishes” [CN] Recommended: Chapter 13 – Robin Dembroff, “What is Sexual Orientation?” [PS] Quiz 10 due 11/22
WEEK 14 11/30, 12/2, & 12/4 Race and Sexual Desire continued Readings: same as last week, Chapter 23 – Shaun Miller, "BDSM" [PS] Recommended: Chapter 19 – Seiriol Morgan, “Dark Desires” [PS] Quiz 11 due 11/29 Group 5 Presentation Post on Discussion Board “Final Paper Thesis Statement” available from 11/30 until 12/9 11:59 PM
WEEK 15 12/7 & 12/9 Summing Up No new readings
FINAL PAPER DUE 12/14
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